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SCHOOL STATISTICS. 

REPORT OF COMMITTEE OF SUPERINTENDENTS 

NATIONAL EDUCATIONAL ASSOCIATION. 

What Items of Statistics are Important, and Why? 

Which of these Items are Reported by the Various Nations of 
Europe, and by the Several States of the Union. 

A Discussion of the Technical Terms 
Used, and their Equivalents in the Various Languages. 

BUREAU OF EDUCATION, 

WASHINGTON, D. C. 



[From Report of Proceedings of the Meeting of the Department of 
Superintendence; held in Brooklyn, N. Y., February, 1892.] 



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./its 

REPORT ON SCHOOL STATISTICS. 



To the Department of Superintendence. 

Gentlemen : Your committee, consisting of the undersigned and Messrs. James 
McAlister and George P. Brown, holding over from the last year, conclude their report * 

* PRELIMINARY REPORT, MADE IN FEBRUARY, 1891. 

Gentlemen : Your Committee, appointed at the last annual meeting for the purpose of considering 
and reporting on the subject of School Statistics, beg leave to offer the following preliminary report, set- 
ting forth the results of their studies on the subject, and postponing for another meeting, or for the work 
of another committee, if it be your pleasure, the completion of the details of a scheme of statistics which 
will afford the data required for a comparative study of domestic and foreign educational systems. 

Your Committee would first call attention to the object and purpose of collection of statistics, which 
they conceive to be the following : 

Statistics reveal the nature and efficiency of the powers and forces involved in a process. Forces and 
powers are revealed in their results. Their results are of little moment, if dead results, except as they 
indicate what the living power has been and still is. In matters of education we inquire into the aims 
and purposes of the educative process, and learn this by a quantitative study of the means employed and 
the results obtained. It is evident, therefore, at the outset, that the quantities given by our statistical 
tables can have no significance except in connection with the qualitative elements involved. We pass 
over at once from the how many to the what kind. We seek, again, new quantitative data that may indi- 
cate the quality, but we never reach quantitative data that are significant in and for themselves. 

Your Committee would suggest as the four principal heads under which school statistics may be 
grouped : 

First, Attendance of Pupils. 
Second, Course of Study. 
Third, Teaching Forces and Appliances. 
Fourth, Support— Revenue and Expenditures. 
Under these four heads they would group the following details : 

I. 

Statistics of attendance should answer questions like the following— 

(a) How many ? 

(b) How long? 

(c) Who ? 

That is to say: (1) How many pupils in the aggregate ? (2) How many relatively to the entire pop- 
ulation ? (3) How many relatively to the population of the school age, say 5 to 31, 6 to 14, or some 
other period agreed upon ? Then this item should be further defined in five items : (1) How many 
enrolled during the annual session of school ? (2) How many as average belonging ? (3) How many 
in actual average" daily attendance ? (4) How many were dropped and afterward readmitted ? (5) The 
number of cases of tardiness. 

Under the second item of attendance (How long?) we wish the number of daily school sessions for the 
year, and the hours of a school session, the length and hour of recesses and intermissions. 

Under the third item of Who ? we include such items as— 

(1) How many of each sex ? 

(2) How many at each year of age, and the average age ? 

(3) Race. 

(4) How many born in the town or State where the school is situated ? 

(5) How many born in other parts of the same nation 1 



224 THE NATIONAL EDUCATIONAL ASSOCIATION 

on Statistics by offering, first, a list of the items which, in their opinion, should be 
collected to show the workings of a school system. 

They have arranged these items in three classes. The first class includes the essential 
data which should be taken every year, and from all schools. This first list contains 
the essential and indispensable items for every annual report. 

The second list contains the more important of what we may call occasional statis- 

(6) How many born abroad ? 

(7) Occupations of parents. 

II. 

Under the second of our four chief heads we should ask for statistics regarding the course of study, 
and thus determine by this grade of schools as follows : 

(a) Kindergarten. 

(b) Primary and grammar school. 

(c) Secondary education. 

(d) Higher education. 

We should ask very carefully as to the relations of these items to the first class of items, especially 
age, sex, and average attendance. 

The primary and grammar schools are to be distinguished from the secondary schools by the follow- 
ing tests : The introduction of algebra, or of an ancient or modern language, marks the beginning of the 
secondary course of study. The higher course of study should be marked by analytic mathematics, or 
by logical and philosophical studies, or by advanced language studies. 

III. 

The third general head, "The Teaching Forces and Appliances," includes — 

(1) Buildings and accommodations. 

(2) Size of schools under one principal teacher (or else number of pupils per teacher). 

(3) Number of teachers. 
■ (4) Supervision. 

(5) Means of training teachers. 

(6) Examinations of teachers. 

(7) Methods of discipline and instruction used by teachers. 

IV. 

The fourth general head, "The Support of Schools," includes— 

(1) Eevenue. Items of. 

(a) Receipts from State and local taxation. 

(5) Receipts from funds or productive property. 
(c) Receipts, if any, from tuition. 

(2) Expenditures. 

(a) For teachers' salaries, including supervision. 

(6) Incidentals, including janitor hire, fuel, apparatus, and other current expenses, 
(c) Permanent investments, including building and repairs. 

Your Committee would call attention to the importance of a detailed discussion of the use to be 
made of these several items, in studying the effective forces of educational systems, and in compar- 
ing one with another. Such discussion is not here attempted, but is suggested as a proper subject 
of a supplementary report. Moreover, your Committee have observed the prime necessity for such a 
definition of the several items as to prevent misunderstanding. A description of the best methods 
of keeping and tabulating the several items would also be a very useful addition to such a report. 

In dealing with reports, not merely reports from a foreign country, but with reports from differ- 
ent sections of the United States, your Committee has been impressed with the necessity of a gloss- 
ary of terms used in tabulating statistics. There should be a careful collation of all terms and desig- 
nations used here and abroad, and so minute a description given of the processes of ascertaining the 
data under the several heads, as to leave no doubt in the mind as to the exact meaning of each. 
Without this accurate information there can be no satisfactory comparative study of school systems. 

All of which is respectfully submitted. ■ 

W. T. Harris. 
Jas. MacAlister. 
George P. Brown. 



APPENDIX I. 225 



tics, and should not be expected every year, perhaps, nor from all schools. A State 
superintendent may, for example, collect statistics one year regarding the place of nativ- 
ity of pupils and parents, another year he may take occupations, and another year he 
may collect items regarding the preparation of the teaching force. 

In our third list we have included still less essential items, which may be collected at 
still rarer intervals. 

In the next place, we have given a tabular summary showing in detail the items actu- 
ally collected in the several States of tbe Union, and side by side with it an exhibit of 
the statistical items collected in the several countries of Europe. As these details can- 
not be read before an audience, your committee submit the same for printing in an 
appendix, hoping that they will be found useful to State officers in the preparation of 
their forms and blanks for collecting these returns. 

All of which is respectfully submitted. 



W. T. Harris, 

Chairman of Committee. 



APPENDIX I. 

SCHOOL STATISTICS. 
I. Fundamental Items. 



1. Number of children of legal school age, classified by race and sex (school 
population). 

a, White males. 

b, White females. 

c, Colored males. 

d, Colored females. 

Note. — These letters, a, b, c, d, are used in these tables always to indicate race or 
sex as here indicated. 

2. Number of pupils enrolled on the school registers (excluding duplicate registra- 
tions), classified by race and sex (a + b + e +d). 

Note. — The plus sign ( + ), when used, indicates that the items between which it is 
placed are taken separately. Thus, a 4- b means that the white males and white females 
are given separately. Where this plus sign is omitted, the items are not given sepa- 
rately in the reports. 

3. Average daily attendance, classified by race and sex. 

4. Average length of school year (days). 

5. Number of teachers, classified by race and sex. 

6. Number of pupils receiving kindergarten instruction, classified by race and sex. 

7. Number of pupils receiving elementary instruction (including kindergarten 
pupils), classified by race and sex. 

8. Number of pupils receiving secondary instruction, classified by race and sex. 

9. Number of students receiving higher instruction, including colleges, schools of 
medicine, theology, law, technology, classified by race and sex. 

10. Number of students in special schools, classified by race and sex, including trade 
schools, evening schools of all kinds, manual training schools, schools for the defective 
and dependent classes, reform schools, commercial schools, and nurses' training schools. 

11. Number of buildings used as schoolhouses. 

12. Total seating capacity of such buildings (number of pupils that can be accommo- 
dated). 

13. Value of all property used for school purposes. 

15 



226 THE NATIONAL EDUCATIONAL ASSOCIATION. 



14. Average monthly salaries of teachers classified by race and sex. 

15. Total school revenue. 

(1) Income from productive funds and rents. 

(2) State school fund. 

(3) Local taxes. 

(4) Other sources. 

16. Total expenditure. 

(1) Salaries of teachers (including supervision). 

(2) Other current expenses. 

(3) Permanent expenditure (for buildings, grounds, etc.). 

17. Amount of permanent invested funds. 

II. Less Essential but Desirable Items. 

18. Age classification of pupils enrolled. 

(1) Number of pupils under six. 

(2) Number of pupils between six and seven, etc. 

(11) Number of pupils between fifteen and sixteen. 

(12) Number of pupils over sixteen. 

19. Number 'of cases of tardiness. 

20. (1) Number of pupils born within the State. 

(2) " *' " "in other States. 

(3) " ■« " " in foreign countries. 

21. Occupations of parents. 

(1) Agents. 

(2) Bankers and' brokers. 

(3) Clerks and salesmen. 

(4) Domestic servants and waiters. 

(5) Draymen and teamsters. 

(6) Farmers. 

(7) Factory and mill operatives. 

(8) Hotel and boarding-house keepers. 

(9) Laborers (unskilled). 

(10) Manufacturers. 

(11) Mariners and boatmen. 

(12) Mechanics and artisans. 

(13) Miners and quarrymen. 

(14) Merchants, traders, and dealers. 

(15) Professionals. 

(16) Public officials and employes. 

(17) Railroad employes. 

(18) Seamstresses. 

(19) Saloon-keepers and bartenders. 

(20) Unclassified. 

22. Average number belonging, including temporary absentees, 

23. Number of pupils in each branch of study. 

24. (1) Average age of kindergarten pupils. 

(2) " " " elementary pupils. 

(3) " " " secondary pupils. 

(4) " " " higher pupils. 

(5) " " " special pupils. 



APPENDIX II. 227 



25. (1) Number of normal schools. 

(2) Enrollment in normal department. 

(3) Average attendance. 

(4) Number of teachers. 

(5) Expenses. 

III. Occasional Items. 

26. (1) Number of teachers who have taught less than two years. 

(2) '•' from two to five years. 

(3) " over five years. 

27. (1) Number of applicants for teachers' certificates. 
(2) u who are certified. 

28. (1) Number of teachers graduates of normal schools. 

(2) " " " " " universities and colleges. 

(3) " " " " " high schools, academies, etc. 

(4) " " " who have received only an elementary education. 

29. Number of pupils dropped and readmitted in the course of the year. 

30. " " hours in each school session. 

31. Length of recesses or intermissions, and time of beginning. 

32. Number of cases of corporal punishment. 

33. " " pupils promoted to next higher grade. 



APPENDIX II. 

An exhibit showing which of the essential items enumerated in Appendix I. are 
reported by the several States of the Union and by leading foreign nations. 

Note. — Acknowledgment is here made by the Committee to Mr. F. E. Upton, of 
the Bureau of Education, for valuable assistance in the compilation of this and the 
following appendices.— W. T. H. 

I. The United States. 

Alabama. — 1. ab + cd (enumeration made on alternate years). 2. ab + cd. 3. ab + cd. 

4. ab-f-cd. 5. a + b + c+-d. 14. ab + cd. 15. (l) + (2) + (4) ; (3) is imperfectly 

given. 16. (1) and (3) are only reported in city districts. 23. 25. 
Arizona.— 1. ab. 2. a + b. 3. ab. 4. 5. a + b. 13. 14. a + b. 15. 16. 22. 
Arkansas. — 1. a + b + c + d. 2. a + b+c + d. 5. ac + bd. 11. 13. 14. ac + bd. 15. 

16. 
California.— 1. a + b + c + d. 2. a + b. 3. ab. 4. 5. a + b. 7. 8. 11. 13. 15. 

16. 22. 25. 27. 28. 
Colorado.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 7. 8. 11. 12. 13. 14. 

a + b. 15. 16. 
Connecticut.— 1. ab. 2. ab. 3. ab. 4. 5. a + b. 6. 11. 12. 13. 14. a + b 15. 

16. 26. 
Delaware.— 1. a + b. 2. a + b. 3. 4. 5. a + b. 13. 14. a + b. 15. 16. 23. ab. 
District op Columbia. — 2. a + b + c + d. 3. ab + cd. 4. 5. a + b + c + d. 6. 7. 8. 

10. 14. ab + cd. 15. 16. 22. 23. (1) (2) (3) (4). 
Florida.— 2. a+b + c + d. 3. ab + cd. 4. 5. a + b + c + d. 11. 1:5. 14. 15. 16. 

23. 



228 TEE NATIONAL EDUCATIONAL ASSOCIATION. 



Georgia. — 2. a + b + c + d. 3. ab + cd. 5. a + b + c + d. 7. 8. 15. 16. 23. 

Idaho. — 2. a + b. 4. 5. a + b. 15. 16. 

Illinois.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 8. a + b. 11. 13. 14. a + b. 

15. 16. 17. 25. (1) (3) (3) (4) (5). 27. 

Indiana. — 1. a+b. 2. a + b. 3. ab. 4. 5. a + b. 11. 13. 14. a + b. 15. 16. 25. 
Iowa.— 1. a + b. 2. ab. 3. ab. 4. 5. a + b. 14. a + b. 15. 16. 26. (1) (2). 27. 

(1) (2). 

Kansas. — 1. ac + bd. 2. ae + bd. 3. ac + bd. 4. 5. a + b. 11. 13. 14. a + b. 15. 

16. 27. 

Kentucky. — 1. a + b + c + d. 2. a + b + c + d. 3. a + b + c-t-d. 4. 5. a + b + c + d. 7. 

8. 11. 13. 14. a+b + c + d. 15. 16. 23. (1) (4). 25. 26.(1). 27. (1) (2). 

28. (1). 
Louisiana. — 2. a + b + c + d. 3. ab + cd. 4. 5. a + b + c + d. 11. 14. a + b + c + d. 

15. 16. 

Maine.— 1. ab. 2. ab. 3. ab. 4. 5. a + b. 11. 13. 14. a+b. 15. 16. 23. 
Maryland.— 2. a + b+c+d. 3. ab + cd. 4. 5. a + b + c + d. 11. 15. 16. 23. 
Massachusetts.— 1. ab. 2. ab. 3. ab. 4. 5. a + b. 8. 14. a + b. 15. 16. 22. 

25. 28. (1). 

Michigan.— 1. a + b. 2. a + b. 4. 5. 11. 12. 13. 15. 16. 

Minnesota.— 1. ab. 2. ab. 3. ab. 4. 5. a + b. 11. 13. 14. a + b. 16. 2S. (1) 

(2) (3). 

Mississippi. — 1. a + b + c + d. 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + b + c + d. 11. 

13. 14. a + b + c + d. 15. 16. 27. (1) (2). 
Missouri.— 1. a + b + c + d. 2. a + b + c+d. 3. 5. 12. 13. 14^ 15. 16. 27. b. 28.(1). 
Montana.— 1. a + b. 2. ab. 3. ab. 4. 5. a + b. 11. 13. 15. 16. 28. (1). 
Nebraska. — 1. ac + bd. 2. ac + bd. 3. abed. 4. 5. ac + bd. 7. 8. 11. 13. 15. 

16. 18. 27. (1) (2). 

Nevada. — 1. ab + cd. 2. ac + bd. 3. a + b + c + d. 4. 5. a + b. 11. 13. 14. a + b. 

15. 16. 22. 26. (1). 
New Hampshire.— 2. a + b. 3. 4. 5. a + b. 11. 13. 14. a + b. 15. 16. 22. 

26. (1). 

New Jersey. — 1. abed. 2. abed. 3. abed. 4. 5. ac + bd. 11. 12. 13. 14. 

ac + bd. 15. 16. 18. 27. (1) (2). 
New Mexico.— 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 15. 16. 
New York.— 1. ab. 2. ab. 3. ab. 4. 5. a + b. 11. 13. 14. 15. 16. 27. (1) 

(2). 
North Carolina. — 1. a + b + c + d. 2. a + b + e + d. 3. abed. 4. 5. abed. 15. 16. 23. 
North Dakota. — 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 7. 8. 11. 13. 14. 

a + b. 15. 16. 23. 
Ohio.— 1. a + b. 2. ae + bd. 3. ae+bd. 4. 5. a + b. 7. 8. 11. 13. 14. a + b. 

15. 16. 23. 
Oregon.— 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 11. 13. 14. a + b. 15. 16. 

23. 27. (1) (2). 
Pennsylvania.— 1 ab. 2. a + b. 3. ab. 4. 5. a + b. 11. 12. 13. 14. a + b. 16. 

26. (1) (4). 27. (1) (2). 28. (1) (2) (3). 
Rhode Island.— 1. ab. 2. a + b. 3. ab. 4. 5. a + b. 11. 13. 15. 16. 23. 
South Carolina. — 2. a + b + e + d. 3. a + b + c + d. 4. 5. a + b + c + d. 11. 13. 14. 

ac + bd. 15. 16. 23. 
South Dakota. — 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 11. 12. 13. 14. a + b. 

15. 16. 23. 27. (1) (2). 
Tennessee. — 1. a + b+c + d. 2. a + b + c + d. 3. ac + bd. 4. 5. a + b+e + d. 11. 

13. 14. a + b + c + d. 15. 16. 23. 



APPENDIX II. 229 



Texas.— 2. a + b + o + d. 4. 5. ac + bd. 11. 12. 13. 14. a + b + c-i-d. 15. 16. 

17. 23. 23. (1) (2). 
Utah.— 1. a+b. 2. a+b. 3. ab. 4. 5. a + b. 13. 14. a+b. 15. 16. 23. 
Vermont.— 1. a + b. 2. a + b. 4. 5. a + b. 7. 8. 13. 14. a + b. 15. 16. 18. 

23. 
Virginia.— 1. a + b + c + d. 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + b + c + d. 8. 

ab + cd. 11. 12. ab + cd. 13. 14. ac + bd. 15. 16. 18. 24. 25. 27. (1) (2). 
Washington.— 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 7. 8. 11. 12. 13. 14. 

a + b. 15. 16. 27. (1) (2). 
West Virginia. — 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + b + c + d. 11. 13. 15. 

16. 23. 27. 
Wisconsin.— 1. a + b. 2. a + b. 4. 5. a + b. 11. 12. 13. 14. a + b. 15. 16. 

II. Foreign Countries. 

Canada — England. — 1. ab. 2. a + b. 3. a + b. 4. 5. a+b. 6. a + b. 7. a + b. 

12. 14. a + b (yearly). 15. 16. 18. ab (a + b in some cities). 23. 25. 26 (in 

some cities). 27. 28. 
Scotland. — 1. ab. 2. a + b. 3. a + b. 4. 5. a + b. 6. a + b. 7. a + b. 8. a + b. 

12. 14. a + b (average annual salary^ 15. 16. 18. ab. 23. 25. 27. 28. 
France. — 1. a + b. 2. a + b. 4. 5. a + b. 6. a+b. 7. a + b. 8. a + b. 9. ab. 10. 

ab. 11. 14. 15. 16. 18. 21 (Parish 25. 28. 30. 31. 
Italy. — 1. ab. 2. a + b. 4 (by months). 5. a + b. 6. ab (reports infant schools 

which include Froebelian methods and a few kindergartens in the largest cities). 

7. a + b. 8. a + b. 9. ab. 10. a + b. 11. 14. a + b (reports maximum and mini- 
mum annual salary). 15. If). 25. a + b. 27. a + b (reports numbers certified). 
28. a + b (reports graduates of normals). 30. 31. 

Netherlands. — 1. ab. 2. a + b. 5. a + b. 7. a + b (kindergartens not included). 
8 a + b. 9. a+b. 10. a + b. 11. 14. ab (reports maximum and minimum 
annual salary). 15. 16. 23. a + b. 25. a + b. 27. a + b. 28. a + b (reports 
graduates of normals). S3, ab. 

Spain. — 1. ab 2. a + b. 3. a + b. 5. a + b. 7. a + b (kindergartens not included). 

8. a + b. 9 (in part). 10 (in part). 11. 14. a+b (reports maximum and mini- 
mum annual salary). 15. 16. 25. a + b. 27. ab (reports numbers certified. 
and those certificated). 28. ab (reports graduates with normal certificates). 
30. 31. 

Norway. — 1. ab. 2. a 4 b. 4 (reports number of weeks). 5. a + b. 7. a + b. (kin- 
dergartens not included). 8. a-t-b. 9. ab. ,15. 16. 25. ab. 28. ab (reports 
graduates of normal schools and academies). 30. 31. 

Sweden. — 1. ab. 2. a + b. 4 (by weeks). 5. a + b. 7. a + b. (kindergartens not 
included). 8. a + b. 9. ab. 10 a + b. 11. 14. a + b (reports maximum and 
minimum annual salary). 15. 16. IS. ab. 23. ab (reports per cent, of pupils 
in each branch in secondary schools). 25. a + b (reports separate schools for the 
sexes). 30. 31. 33. ab. 

Russia. — 1. ab. 2. a + b. 5. ab. 7. a + b (kindergartens not included). 8. a + b. 

9. a + b. 10. a + b. 15. 16. 25. a + b. 

Prussia. — 1. a + b. 2. a + b (every third year). 4. 5. a + b. 7. a + b. 8. a + b. 9. 

ab. 11. 15. 16. 17 (every third year). 25. 27. 28. 30. 
Saxony— 1. a + b. 2. a + b. '4. 5. a + b. 7. a + b. 8. a + b. 9. ab. 10. ab. 11. 

15. 16. 17 (every third year). 25. 27. 28. 30. 
Wurtemberg. — 1. a + b. 2. a + b. 1. 5. a + b. 7. a+b. 8. a + b. 9. ab. 10. ab. 

11. 15. 16. 17 (only partially). 25. 27. 28. 30. 



230 THE NATIONAL EDUCATIONAL ASSOCIATION. 

Hamburg.— 1. a + b. 2. a + b. 4. 5. a + b. 7. a + b. 8. a + b. 10. ab. 11. 15. 

• 16. 17. 25. 27. 28. 
Bremen.— 1. a + b. 2. a + b. 4. 5. a + b. 7. a + b. 8. a+b. 10. ab. 11. 15. 16. 

23. 27. 28. 
Lubeck. — 1. a + b. 2. a + b. 4. 5. a + b. 7. a + b. 8. a + b. 10. ab. 11. 15. 16. 

25. 27. 28. 
AusTRrA.— 1. a + b. 2. a + b. 4. 5. a + b. 7. a + b. 8. a + b. 9. ab. 10. 11. 25. 

27. 28. 30. 
Hungary. — 1. a + b. 2. a + b. 4. 5. a + b. 6. a + b. 7. a + b. 8. a + b. 9. ab. 10. 

ab. 11. 15. 16. 17. 25. 27. 28. 30. 
Switzerland. — 1. a + b. 2. a + b. 4. 5. a + b. 7. a + b. 8. a + b. 9. a + b. 10. ab. 

11. 15. 16. 25. 27. 28. 30. 



APPENDIX III. 



Giving the definitions of certain technical terms used in educational reports, together 
with their equivalents in certain foreign countries. 

Technical Terms Used in Education— Definitions and Foreign Equivalents. 

1 (a). School age. — Age at which children are permitted free attendance at the pub- 
lic schools. This age varies in the different States, but 6 to 21 may be considered the 
representative school age in this country, being designed evidently to embrace all 
minors old enough to render school instruction advisable and profitable to them. The 
children of school age in each State, whatever that age may be, collectively constitute 
the school population of such State. 

Note. — There are, in the foreign countries considered in this vocabulary, no terms 
corresponding in significance to " school age " and " school population," as understood 
in the United States. In a popular sense, however, as used in literature everywhere, 
" school age " includes the period of life from the age of four or five years to adult age, 
as the epoch most suitable for schooling. 

1 (b). Compulsory school age. — The age at which children are obliged by law to 
attend school in those States of the Union having compulsory school laws. This age 
also varies in the several States, but 8 to 14 may be considered as the representative. 
The children subject to a compulsory school law constitute the "compulsory school 
population " of a State. 

Eng. Age for school attendance. 
, G-er. Schulpflichtige Alter. 
Fr. Age scolaire. 

It. Obbligo di frequentare la scuola. 
Sp. Edad escolar. 
Note. — The compulsory school age in the foreign countries considered above varies, 
but 6 to 13 may be regarded as typical. All the children subject to compulsory school 
laws in England and France, and the major part of those in Germany, are allowed free 
instruction at public schools. 

1 (c). School population. See 1 (a) and note. 

1 (d). Compulsory school population. For definition see 1 (b). 
Eng. Population of school age. , 

Ger. Schulpflichtige Kinder. 

Fr. Enfants d'dge scolaire; or, Nombre d' enfants a instruire. 
It. Popolazione da 6 a 12 anni. 



APPENDIX III. 231 



2. Enrollment.— Number of different pupils enrolled (or entered) on the school regis- 
ters during any given year ; or, in other words, the entire number of different pupils 
who have attended at any time during the year. 

Eng. Number of children (or scholars) on registers. 

Ger. Zalil der Eingeschriebenen. 

Fr. Nombre des inscrits. 

It. Numero degli iscritti. 

Sp. Numero de nifios concurrentes (or inscriptos). 

3 (a). Attendance. — Number of pupils present (on any given day or at any given 
time). 

Eng. Attendance. 

Ger. Frequenz, determined on two test-days (Stichtage) each year. 
Fr. Frequentation, or Eleves presents, determined as in Germany. 
Sp. Asistencia. 

3 (b). Average attendance. — Average number of pupils attending each day or session. 

Eng. Average attendance. 
Sp. Asistencia media. 

4 (a). School year. — (1) The year, or period of twelve months, for which school offi- 
cials are elected, appropriations of money made, teachers hired, school reports made, 
etc., though the annual epoch of some of these features sometimes dates from a dif- 
ferent day than that of others. In the United States the school year usually begins the 
first of July, or some other day during the summer vacation. The term is sometimes 
restricted to (2) that portion of the school year during which the schools are in actual 
session. 

Eng. School year. " A year or other period for which an annual parliament- 
ary grant is . . . paid or payable." It " is the year ending with the last 
day of the month preceding that fixed for the inspectors' annual visit." 
—Ed. Acts Man., 17 ed., p. 375. 

Ger. Schuljahr. 

Fr. Annee scolaire. 

It. Anno scolastico. 

4 (b). Length of school year. — The number of days, weeks, or months the schools 
were in actual session during the school year. The expressions "length of schools," 
"duration of schools," "length of school term," etc., are also used. The average 
length of the school year is the average of a group of schools in which the number of 
days of session varies. As in most foreign governmental school systems the number of 
days is nearly uniform, this latter term has little application outside the United States. 

Eng. Number of times school has kept. This must be divided by two to get 
the number of days. 

Ger. Dauer des Schuljahres. 

Fr. Duree de V annee scolaire. 

5. Teacher. — An instructor in an elementary or secondary school. 
Eng. Schoolmaster, schoolmistress, teacher. 
Ger. Lelirer, Lehrerin. 

Fr. Maitre, maitresse, instituteur, institutrice. 
It. Insegndnte, maestro, maestra. 
Sp. Maestro, maestra. 



232 THE NATIONAL EDUCATIONAL ASSOCIATION. 

6. Kindergarten. — A school for young children, from about three to six years, con- 
ducted after the methods of Froebel. 

Eng. Infant school, or class. 
Ger. Kindergarten. 
Fr. Eeole matemelle. 
It. Asili d'infancia. 

7. Elementary instruction. — Instruction in the first principles or rudiments of knowl- 
edge, including chiefly reading, writing, spelling, arithmetic, grammar, geography, 
United States history, and often the outlines of natural history and science, the pupil 
being prepared by this course to enter upon algebra and Latin or some modern language. 
Usually in the United States the first eight years of a fully graded public school course 
mark the period of elementary instruction, taking the child at the age of about 6 years. 
Elementary schools are schools in which elementary instruction is the sole or predominat- 
ing feature. These in a fully graded course may be subdivided into primary schools 
(first four years) and grammar (or intermediate) schools (second four years). Kinder- 
garten instruction is also classed as elementary. 

Eng. Elementary instruction. 

Ger. Elementar-Unterricht. 

Fr. Enseignement primaire (excluding the "primaire superieur"). 

It. Isttuzione elementare. 

Sp. Ensenanza primaria. 

8. Secondary instruction. — This is supposed to begin the ninth year of the course of 
study, and to take up algebra, geometry, natural philosophy, physical geography, 
Latin, Greek, French, and German, for some or all pupils, and for a whole or a part of 
the four years ; also an outline study of universal history, English literature, and some 
of the special natural sciences, as geology, human physiology, botany, etc. A second- 
ary school is a school whose ultimate object is to give a secondary education, and which 
may or may not have a preparatory course of elementary grade, or pupils pursuing 
elementary studies. 

Eng. Secondary (or intermediate) instruction. The term " secondary schools " 
in England is applied to certain groups of schools designed for the education 
of the upper and middle classes, including endowed grammar {i.e., classical) 
schools, endowed non-classical schools, private schools, and proprietary schools. 
These are also known as middle class schools. They receive pupils at about 
the age of 8, continue them in their elementary studies, and carry them 
along to an age varying from 14 to 19, giving them an education in some 
cases higher, in others— especially in the " private" schools^not so high as 
is indicated by the term secondary in the United States. The nine great 
public schools of England (Eton, Harrow, etc.), which are properly "inter- 
mediate" schools — i. e., standing between preparatory primary schools or 
private tutors, and the " Universities " — receive pupils from 10 to 15, and are 
of higher grade than most of the secondary schools of the United States. 
Higher board schools have developed in some of the large cities, and cor- 
respond nearly to our public secondary schools (high schools), giving to the 
children of their people an opportunity to continue their education beyond 
the elementary grade. About 80,000 pupils pursue high school subjects in 
elementary schools. 

Ger. Hohere JJnterricht (i. e., higher than that given in the Volksschulen). 

Fr. Enseignement primaire superieur. The instruction given in the Division 
de grammaire of lycees and colleges communaux also belongs here. 

It. Istruzione seconclaria. 



APPENDIX III. 233 



9. Higher (or superior) instruction. — This is supposed to take the fourth epoch of 
four years in a complete course of education, secondary taking the third four years, and 
elementary education the first eight years. Bj topics and methods, the higher educa- 
tion is distinguished by taking mathematics in those branches which succeed plane 
geometry and elementary algebra ; Latin and Greek writers that require more maturity 
of reflection to master, such as Horace, Livy, Tacitus, Juvenal, Cicero's moral essays, 
Homer, Demosthenes, Plato, iEschylus, Sophocles, Euripides, Aristotle ; physics 
treated by mathematics ; rhetoric ; mental philosophy ; the philosophy of history. In 
general, the studies of higher education are conducted on a comparative method — with 
the purpose of treating each theme in the light of all branches of knowledge. A higher 
institution of learning is one whose ultimate object is to give a higher education, and 
which therefore may or may not have a preparatory department in which instruction is 
given in secondary or even elementary branches. 

Eng. University instruction ; collegiate instruction. 

Ger . Hochschulunterrich t. 

Pr. Enseignement superieur. The last three years of the enseignement 
secondaire is also of the higher grade according to the United States 
standard. 

It. Istruzione superiore. 

Sp. Ensenanza universitaria. 

10 (a). Special schools. — Schools of elementary or secondary grade which (1) educate for 
some special trade, business, or occupation (e. g., commercial colleges, art schools) ; or 
(2) educate some special class of persons (e. g., deaf-mutes, juvenile delinquents). 

10 (b). Evening schools. — A class of special schools, generally public and located at 
the centers of population, designed to give evening instruction in elementary and some- 
times in secondary branches, general and technical, to persons whose occupation, age, 
or both, prevent them from attending the day schools. A special feature of evening 
schools in some cities of the United States is the instruction of foreigners in the English 
language. 

Eng. Evening schools. 

Pr. Classes tVadultes. (Held in the evening or on Sunday.) 

It. Scuole serali. 

10 (c). Evening high schools. Continuation schools. — A class of evening schools 
designed more particularly to give some degree of secondary education to youths who 
are obliged to go to work after finishing their elementary education in the day schools. 
Ger. Fortbildungsschulen. (Evenings or Sundays ) 

used for school purposes, one in which instruction is 



11. 


Schoolhouse. — A building 


given, 








Eng. 


School building. 




Ger. 


Schulhaus. 




Pr. 


liaison d'ecole. 




It. 


Edificio-scola-stico. 




Sp. 


Casa ae escueta. 



Locale per le scuole. 



12. Number of sittings for study, excluding those used only for recitation purposes. 
Eng. Accommodation, number of seats. Includes all seats, being total seating 
capacity. 



234 TEE NATIONAL EDUCATIONAL A8S0CLATI0N. 



13. School property. — All property, real and personal, belonging to a school system 
(i. e., not hired or rented), and designed to be used for school purposes, including 
school sites and buildings, furniture, libraries, apparatus, etc. 

Eug. School buildings, premises, and furnishing. 

Ger. Schul-Eigenihum. 

Fr. Bdtiments et materiaux scolaires. 

14. Salary (or wages) of teachers. — The sum paid to teachers weekly, monthly, or 
annually, as compensation for their services. In computing the average monthly sala- 
ries of any group of teachers, weekly and annual salaries must be reduced to a monthly 
basis. 

Eng. Salary. 

Ger. Qehalt. 

Fr. Traitement. 

It. Onorario stipendio. 

Sp. Sueldos. 

15 (a). Revenue (school). — Money from any source received for school purposes. 
Eng. Income. 
Ger. Eiqinahmen. 
Fr. Ressource. 
It. Rendita. 
Sp. Ingresos. 

15 (b). State (school) tax. — A uniform tax levied on all the property or polls of a 
State, the proceeds whereof is apportioned to the counties, towns, or school districts, 
generally according to school population or average attendance. 
Eng. Rates. 
Ger. Staats-Steuern. 

15 (c). Local (school) taxes.— County, town, and school-district taxes for school pur- 
poses. 

Eng. Rates. 

Ger. Orts- (or Municipal-) Steuern. 

Fr. Centimes additionels, or speciaux. 

It. Tasse communale e provinciate. 

Sp. Fondos provinciates, comunales, y municipales. 

15. (d). Revenue from permanent funds. — The interest on invested funds, including 
rent of school lands, if any. 

Eng. Income from endowment. 

Ger. Interessen angelegter Fonds. 

Fr. Produit des legs et dons. 

Sp. Ingresos de los donativos y legados. 

16 (a). Expenditure (school). — Money expended for school ourroses. 

Eng. Expenditure. 
Ger. Ausgaben. 
Fr. Depenses. 
It. Spese generali. 
Sp. Oastos. 



APPENDIX III. 235 



16 (b). Amount paid to teachers (for salaries), including salaries of superintendents. 
Eng. Teachers' salaries. 
Ger. Ausgaben fur Qehalte. 
Fr. Traitements. 

It. Stipendi ; rimunerazioni ed indemnita at personate. 
Sp. Obligaeiones del personal. 

16 (c). Other current expenditure in addition to amount paid to teachers ; i.e., 
incidental or miscellaneous expenditure for the maintenance of the schools and care of 
school buildings, including, among other things, fuel, lighting, janitors, incidental 
repairs, free text- books if any, and stationery, cost of administration, rent of hired 
buildings, etc. Foreign countries do not conform to this classification, but the analo- 
gous foreign terms are as follows : 

Eng. Miscellaneous expenditure. 

Ger. Andere Ausgaben. 

Fr. Depenses divcrses. 

16 (d). Permanent expenditure. — Expenditure for school buildings (including per- 
manent repairs), grounds, furniture, libraries, and lasting apparatus. 
Eng. Capital charges. 
Ger. Banhosten. 
Fr, Depenses de construction. 
It. Sussidi per construzione e riparazione di edifici scolastici. 

17. Permanent funds.— Value of funds and other property yielding an annual 
revenue for school purposes. 
Eng. Endowment. 
Ger. Ponds. 
Fr. Dons et legs. 
Sp. Donativos, legados, y mandos. 

19. Tardy. — Late in arriving at school. 
Eng. Not punctual. 
Ger. Zuspatkommend. 
Fr. En retard. 

22. Average number belonging to a school, or system of schools, includes temporary 
absentees. Pupils absent for sickness or other cause, but with intention of returning 
to school, are considered as "belonging." This number differs from the number "en- 
rolled" (see 2), inasmuch as the latter contains all different pupils who have attended at 
any time during the year, some of whom may have been dropped from the roll of those 
"belonging," on account of death, removal from the district, protracted sickness, 
entrance on business, etc. 

25. Normal school. — A school designed for the professional training of persons 
intending to become teachers, usually maintained by a State or city. 
Eng. Training college. 
Ger. Lehrer- Seminar. 
Fr. Ecole normale. 
It. Scuela normale. 
Sp. Escuela normale. 



236 THE NATIONAL EDUCATIONAL ASSOCIATION. 

27. Certificate; license (to teach).— A formal testimony of ability to teach, or per- 
mission to teach, awarded as the result of satisfactory examination before an examining 
board, or after having successfully completed a certain prescribed course of study, or 
given other evidence of capacity to teach. 

Eng. Certificate. 

Ger. Zengniss ; Reifezengniss ; Licenz. 

Fr. Titre (or brevet) de capacite ; certificat d? aptitude pedagogique. 

It. Diploma d ' abilitazione (or d'idoneita). 

Sp. Certificado de aptitud. 

28 (a). University. — An institution for higher education, having as its nucleus a col- 
lege in which the so-called liberal arts are taught in a course of three or four years for 
the degree of A.B., and in addition one or more departments for the learned profes- 
sions, medicine, law, or divinity— or it may be for advanced or post-graduate work, 
along any lines of learning or investigation. In England the university unites several 
colleges. 

Eng. University. 

Ger. Universitat. 

Fr. Faculte. Univerdte is the term very generally employed for the Paris 
' ' f acultes. " 

It. Universita. 

Sp. Universidad. 

28 (b). College. — Strictly speaking, an institution of higher education, usually with a 
four years' course completing preparation for the degree of A.B. The word college is 
also used in connection with a descriptive word to designate other species of higher 
education, as, " Agricultural College," " Medical College." 

Eng. College. 

Ger. Gymnasium. 

Fr. Lycee ; college communal (de plein exercice) 

It. Ginnasio ; liceo. 

Sp. Instituto ; colegio. 

28 (c). High school. — A public secondary school. 
Eng. Higher board school. 
Ger. Hohere Schule. 
Fr. Ecole primaire superieure. 

28 (d). Academy; institute; seminary. — Names given indifferently to private second- 
ary schools. ' ; Institute " is occasionally applied to schools of higher grade. 
Eng. Grammar school; high school; institute; public, school, etc. 
Fr. Etablissement libre d' enseignement secondaire ; etablissement lalque ; 
etablissement ecclesiastique ; petit seminaire. 

30. Session. — A sitting of a school, or assembly of the pupils for recitations, exercises, 
and studies, continuing from the time the school is called to order until the pupils are 
dismissed beyond the teachers' jurisdiction. There are generally either one or two ses- 
sions each day. 

Eng. Meeting of the school. 

Ger. Schidstunde. 



APPENDIX III. 237 



31. Recess; intermission. — Brief suspensions of school exercises, recurring periodi- 
cally each day, for recreation, meals, or some other purpose. In public elementary 
schools holding sessions from nine to twelve a.m., and from one to four p.m., two 
recesses of fifteen minutes each take place, the first at or near the hour of 10.30 a.m., 
and the second at or near the hour of 2.80 p.m. The noon hour for dinner is not 
called a " recess," but usually an " intermission." 

Ger. Freiviertelstunde. 

Fr. Recreations ; sortie de midi. 

32. Corporal punishment. — Punishment inflicted upon a pupil's person, generally 
with a rod, cane, or ruler, but including a variety of other punishments in which 
bodily pain is caused. Other punishments, to be discriminated from corporal, are such 
as are based on the sense of honor, such as deprivation from privileges of the school, 
confinement after school hours, requirement to sit or stand in some unusual place, 
enrollment on a list of disgraced pupils, etc. 

33 (a). Promotion. — Advancement from any grade to the next higher. 
Eng. Advance to higher standard. 
Ger. Versetzung. 
Fr. Avancement ; monlee d'une classe. 

33 (b). Grade; class. — The body or group of pupils having the same degree of 
advancement, pursuing the same studies, etc. 
Eng. Standard. 
Ger. Klasse. 
Fr. Classe. 
It. Classe ; grado. 
Sp. Celas ; grado. 



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